Theodore L. Eliot, Jr.--Charlotte Fowler (Bennington)

Robert B. Ennis, Jr.--Frances Coombs (Radcliffe)

Robinson O. Everett--Catherine Fort (Columbia)

Jay L. Fialkow--Leona Fine (Brookline)

John P. Field--Jane Jackson (Rhode Island)

Jerome W. Fischbein--Selma Greenblat (Vassar)

Burt P. Flickinger, Jr.--Janet Schonfarber (Jackson)

Arnold L. Frank--Pauline LeVine (Newton)

William G. Freedman--Shirley Green (Sargent)

Stanley J. Friedman--Anita Golden (New York)

Robert K. Funkhouser--Nancy Wheatland (Boston)

Robert M. Gallagher--Mary A. Linehan (Smith)

Frank S. Garfield--Ann Morris (Newton)

Richard T. Gill--Betty Bjornson (Long Branch, N. J.)

Robert Girvin--Julie Pyle (Middlebury, Conn.)

Jordan L. Golding--Judy Goldman (Wisconsin) in mind that these fellows are more exposed to bribery and corruption than anyone else employed in this kind of administration. The interpreter is a figure as important in military and internal administration, and often as venal, as the dragoman in the days of the old Turk in Constantinople."

To remove the possibility of being tricked by a crafty native translator, American armies must have men who can speak Japanese, German, and any other foreign languages necessary in countries which may be occupied by our troops. They must know, furthermore, languages which may be needed for effective liaison with our allies.

Language instruction at the CAT School has emphasized the requirements needed by trainees to meet concrete situations in which they are likely to find themselves. They must ascertain from friendly natives necessary and strategic information. And the concrete situations are actually dramatized by the students.

The directives issued by the War Department for the CATS embodied what to many linguists appeared rather radical ideas. They have stressed the colloquial form of languages studied, and have demanded ability to speak the language fluently, accurately, and with an acceptable approximation to a native pronunciation. The War Department, moreover, wants practically perfect auditory comprehension of the language as spoken by natives.

All the courses, therefore, have stressed a minimum knowledge of the structure of Japanese, and maximum oral practice with native assistants. Wide use has been made of recordings, newspapers, films, and other teaching aids